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20162023

Research activity per year

Personal profile

Professional information

Personal profile

JENNY YUN-CHEN CHAN 


The Education University of Hong Kong                                         jyc-chan.com

10 Lo Ping Road, Tai Po, Hong Kong, SAR                          chanjyc@eduhk.hk 



EDUCATION

2019         Ph.D.  Developmental Psychology, University of Minnesota – Twin Cities  

2016         M.A.   Developmental Psychology, University of Minnesota – Twin Cities

2013         B.S.     Honors in Psychology & Biology with Neurobiology option,

                                   University of Wisconsin – Madison



EMPLOYMENT

2022 Assistant Professor, Early Childhood Education, The Education University of Hong Kong

2018 – 2022 Postdoctoral Scientist, Learning Sciences and Technologies,

Worcester Polytechnic Institute

2018 Adjunct Lecturer, Social Science and Policy Studies, Worcester Polytechnic Institute



RESEARCH AREAS

Mathematical Thinking and Learning; Educational Technologies; Embodied and Perceptual Processes; Executive Function and Problem Solving; Language and Math; Relations and Interactions between Cognitive Skills; Multiple Levels of Analysis; Cognitive Developmental Influences on Everyday Tasks 


  

GRANTS, FELLOWSHIPS, HONORS, & AWARDS


  • External Funding & Awards


2024 – 2026 Playful Learning of Math Equivalence: Design, Testing, and Analysis of a Game with

Children and Caregivers. Early Career Scheme Funded by the HK University Grants

Committee (PI; $1,114,060 HKD)

Early Career Grant for Undergraduate Student Training ($50,000 HKD)

2019 – 2021      Graspable Math Activities: Increasing Algebra Proficiency with Dynamic Notation   

              Technology. Funded by ED/SBIR Institute of Education Sciences, US Department of 

                             Education (Co-PI, PI: Erik Weitnauer; $900,000 USD)

2017            Dissertation Funding Award, Society for Research in Child Development

($2,000 USD)

2017            Student Travel Award, Society of Research in Child Development

2017            Student Travel Award, NIH Math Cognition and Learning Society

2016            Student Travel Award, NIH Math Cognition and Learning Society



  • External Honors

  

2022 Scholar at the Modern Meta-Analysis Research Institute, Georgia State University

2022 Early Career Scholar, International Society of the Learning Sciences

2020 Scholar at the Adaptive Interventions and Sequential Multiple-Assignment Randomized Trials (SMART) in Education, Institute of Social Research at University of Michigan 

2020 Scholar at the Statistical Analyses for Causal Inferences in Early Childhood Mathematical

Development, AERA-NSF Statistical Institute×



  • Internal Awards & Honors

 

2023 – 2024 Support Math Learning Through a Cooking Activity. Departmental Research Grant,

The Education University of Hong Kong ($100,000 HKD)

2023 – 2024      Learning in Everyday Context: Design and Test a Math Game. Start-up Grant,

The Education University of Hong Kong ($150,000 HKD)

2023 Excellence in Publication Award, Early Childhood Education Department,

The Education University of Hong Kong ($8,000 HKD)

2019 – 2021      Women’s Young Investigator Fellow, Worcester Polytechnic Institute ($3,000 USD)

2017 – 2018      Doctoral Dissertation Fellowship, University of Minnesota – Twin Cities ($25,000 USD)

2017            Event Grant for Center for Cognitive Sciences Spring Research Day,

University of Minnesota – Twin Cities ($500 USD)

2017            Conference Travel Grant, University of Minnesota – Twin Cities ($1,050.20 USD)

2017            Finalist, Three-Minute Thesis Competition, University of Minnesota –

Twin Cities 

2016            Herb Pick Applied Developmental Psychology Seed Grant,

University of Minnesota – Twin Cities ($1,000 USD)

2016            Hauge Graduate Fellowship, University of Minnesota – Twin Cities ($1,400 USD)

2015 – 2017 Shingledecker Fellowship, University of Minnesota – Twin Cities ($15,000 USD)

2013            Outstanding Research Assistant Award, University of Wisconsin – Madison

2012            Trewartha Honors Research Grant, University of Wisconsin – Madison ($1,000 USD)

 


PUBLICATIONS

[Type]: J: Journal; C: Chapter; P: Proceeding; O: Other (Report, Blogs, Videos)

Role: c corresponding author;; * graduate student,  ⁺ undergraduate student, # research assistant


  • Interdisciplinary Research and Meta-Science [3 Journal Articles, 3 Other]


[J] Chan, J. Y.-C.c, Nagashima, T., Closser, A. H. (2023) Participatory design for Cognitive Science: Examples from the Learning Sciences and Human-Computer Interaction. Cognitive Science. DOI:10.1111/cogs.13365

[O] Chan, J. Y.-C. (2023) Playing and Cooking: Early Math Learning in Everyday Contexts. Department of Early Childhood Education EDUHK. https://www.youtube.com/watch?v=lAgVQCDHMDc 

[O] Chan, J. Y.-C. (2023) Reveal Hidden Math in Everyday Context. Early Childhood Education Newsletter. https://www.eduhk.hk/ece/files/file/department/ece/Engagement/Community_Service/Final_Newsletter_Eng_Jun_2023.pdf 

[O] Closser, A. H., Chan, J. Y.-C., Smith, H., & Ottmar, E. R. (2022). Perceptual learning in math: Implications for educational research, practice, and technology. Rapid Community Report Series. Digital Promise and the International Society of the Learning Sciences. https://repository.isls.org/handle/1/7668 

[J] Chan, J. Y.-C.c, & Mazzocco, M. M. M. (2021). Integrating qualitative and quantitative methods to develop a comprehensive coding manual: Measuring attention to mathematics in play contexts. Methods in Psychology, 4, 100044. DOI: 10.1016/j.metip.2021.100044 [Open Access]

[J] Chan, J. Y.-C. & von Baeyer, C. L. (2016). Cognitive developmental influences on the ability of preschool-age children to self-report their pain intensity. PAIN, 157(5), 997-1001. DOI: 10.1097/j.pain.0000000000000476  [Accepted PDF] Featured as an editor’s choice



  • Contextual Influences [10 Journal Articles, 2 Chapters, 5 Proceedings, 3 Others]

[J] Chan, J. Y.-C.c, Closser, A. H.*, Ngo, V.*, Smith, H.*, Liu, A., & Ottmar, E. (2023). Examining shifts in conceptual knowledge, procedural knowledge, and procedural flexibility in the context of two game-based technologies. Journal of Computer Assisted Learning, 39, 1274-1289 DOI: 10.1111/jcal.12798 [Accepted version embargoed until March 2025]


[J] Chan, J. Y.-C.c, Linnell, L. D.⁺, Trac, C.⁺, Drzewiecki, K.*, & Ottmar, E. (2023). Test of Times New Roman: Effects of font type on mathematical performance. Educational Research for Policy and Practice. DOI: 10.1007/s10671-023-09333-8 [Accepted PDF]

[J] Decker-Woodrow, L., Mason, C. A., Lee, J. E., Chan, J. Y.-C., Sales, A., Liu, A., & Tu, S. (2023). The impacts of three educational technologies on algebraic understanding in the context of COVID-19. AERA Open. DOI: 10.1177/23328584231165919 

[C] Chan, J. Y.-C.c, Closser, A. H.*, Smith, H.*, Lee, J. E., Drzewiecki, K. C.*, & Ottmar, E. (2023). Grasping patterns of algebraic understanding: Dynamic technology facilitates learning, research, and teaching in mathematics education. In K. M. Robinson, D. Kotsopoulos, & A. K. Dubé (Eds), Mathematical Teaching and Learning: Perspectives on Mathematical Minds in the Elementary and Middle School Years (pp. 207 – 225). Switzerland: Springer Nature. DOI: 10.1007/978-3-031-31848-1_12

[P] Closser, A. H., Smith, H., Ottmar, E., Chan, J. Y.-C. (2023) Designing worked examples for dynamic learning technologies: The effects of action and self-explanation.  [Short Paper]. The 17th International Conference of the Learning Sciences (ICLS) 2023, Montreal, Canada: International Society of the Learning Sciences. 

[J] Chan J. Y.-C.c, Ottmar, E. R., Smith, H.*, & Closser, A. H.* (2022). Variables versus numbers: Effects of symbols and algebraic knowledge on students’ problem-solving strategies. Contemporary Educational Psychology, 71, 102114. DOI: 10.1016/j.cedpsych.2022.102114 [Open Access]

[J] Chan, J. Y.-C.c, Lee, J.-E., Mason, C. A., Sawrey, K. B., & Ottmar, E. R., (2022). From Here to There!: A dynamic algebraic notation system improves understanding of equivalence in middle-school students. Journal of Educational Psychology, 114(1), 56–71. DOI: 10.1037/edu0000596 [Accepted PDF]

[J] Lee, J.-E., Hornburg, C. B., Chan, J. Y.-C., & Ottmar., E. (2022). Perceptual and number effects on students’ initial solution strategies in an interactive online mathematics game. Journal of Numerical Cognition, 8(1), 166-182. DOI: 10.5964/jnc.8323 [Open Access]

[J] Smith, H.*, Closser, A. H.*, Ottmar, E., & Chan, J. Y.-C. (2022). The impact of algebra worked example presentation on student learning. Applied Cognitive Psychology, 36(2), 363–377. DOI: 10.1002/acp.3925 

[P] Closser, A. H.*, Chan, J. Y.-C., Smith, H.*, Ottmar, E. (2022). College students’ input on the design of worked examples for online environments [Empirical Research Report]. In Proceedings of the Forty-Fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Nashville, TN.  

[P] Chan, J. Y.-C.c, Smith, H.*, Closser, A. H.*, Drzewiecki, K. C.*, & Ottmar, E. (2021). Number vs. variable: The effect of symbols on students’ math problem solving. In T. Fitch, C. Lamm, H. Leder, K. Teβmar-Raible (Eds), Proceedings of the Forty-Third Annual Meeting of the Cognitive Science Society. (pp. 2836-2842). Vienna, Austria: University of Vienna. [PDF] 

[O] Chan, J. Y.-C. & Mazzocco M. (2021). Expand Mathematical Thinking During Block and Pretend Play [Blog]. Development and Research in Early Math Education, Stanford University. 

[O] Chan, J. Y.-C., Mazzocco, M., & Onesti, M. (2021). Expanding Children’s Math Thinking through Comments, Questions, and Conversations [Blog]. Development and Research in Early Math Education, Stanford University. 

[J] Chan, J. Y.-C.c, Praus-Singh, T. L. & Mazzocco, M. M.c  (2020). Parents’ and young children’s attention to mathematical features varies across play materials. Early Childhood Research Quarterly, 157, 65-77. DOI: 10.1016/j.ecresq.2019.03.002 [Accepted PDF]

[J] Mazzocco, M. M. M., Chan, J. Y.-C., Bye, J. K., Padrutt, E., Praus-Singh, T. L., Lukowski, S., Brown, E., & Olson, R. E. (2020). Attention to numerosity varies across individual and task contexts. Mathematical Thinking and Learning, 22(4), 258-280. DOI: 10.1080/10986065.2020.1818467 [Accepted PDF]

[P] Sawrey, K. B., Chan, J. Y.-C., Ottmar, E., (2020). Equivalence tasks in a digital algebraic notation system promotes performance in middle school mathematics [Short Paper]. In M. Gresalfi & I. S. Horn (Eds), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS)  Vol. 3 (pp. 1657-1660). Nashville, Tennessee: International Society of the Learning Sciences. [PDF]

[O] Ottmar, E., Lee, J. E., Weitnauer, E., & Chan, J. Y.-C. (2020). Graspable Math: Moving algebraic understanding, 2020 STEM for All Video Showcase [Video]. STEM for All Video Showcase: Learning from Research and Practice. 

[P] Sawrey, K. B., Chan, J. Y. -C., Ottmar, E., Hulse, T.*, (2019). Experiencing equivalence with Graspable Math: Results from a middle-school study. [Brief Research Report] In S. Otten, A. G. Candela, A. de Araujo, C. Haines, & C. Munter (Eds) Proceedings of the Forty-First Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 1738-1743) St. Louis, MO: University of Missouri. [PDF] 

[J] Chan, J. Y.-C. & Mazzocco, M. M. (2017). Competing features influence children’s attention to number. Journal of Experimental Child Psychology, 156, 62-81. DOI: 10.1016/j.jecp.2016.11.008  [Accepted PDF]

[C] Mazzocco, M. M., Chan, J. Y.-C., & Sera, M. D. (2016). Contextual sensitivity and the large number word bias: When is bigger really more? In A. Henik (Ed), Continuous Issues in Numerical Cognition: How Many or How Much (pp. 81 – 103). London, United Kingdom: Elsevier Academic Press. DOI: 10.1016/B978-0-12-801637-4.00004-4



  • Cognitive and Affective Processes [7 Journal Articles, 3 Chapters, 2 Proceedings, 1 Other]

[J] Chan, J. Y.-C.c, Byrne, C.⁺, Jerusal, J.⁺, Liu, A., Roberts, J.⁺, Ottmar, E. (2023). Keep DRAGging ON: Is solving more problems in DragonBox12+ associated with higher mathematical performance? British Journal of Educational Technology, 54, 943-966. DOI: 10.1111/bjet.13304 [Open Access] 

[J] Closser, A. H.*, Chan, J. Y.-C., Ottmar, E. R. (2023). Resisting the urge to calculate: The relation between inhibitory control and perceptual cues in arithmetic performance. Quarterly Journal of Experimental Psychology. DOI: 10.1177/17470218231156125

[J] Chan, J. Y.-C.c, Sera, M. D. & Mazzocco, M. M. M. (2022). Relational language influences young children’s number relation skills. Child Development, 93(4), 956-972. DOI: 10.1111/cdev.13737 [Accepted PDF]

[J] Chan, J. Y.-C.c, Scalise, N. R. (2022). Numeracy skills mediate the relation between executive function and mathematics achievement in early childhood. Cognitive Development.DOI: 10.1016/j.cogdev.2022.101154 [Open Access]

[J] Chan, J. Y.-C.c, Ottmar, E., & Lee, J.-E., (2022). Slow down to speed up: Longer pause time before solving problems relates to higher strategy efficiency. Learning and Individual Differences. DOI: 10.1016/j.lindif.2021.102109 [Accepted PDF]

[J] Lee, J.-E., Chan, J. Y.-C., Botelho, A., & Ottmar, E. (2022). Does slow and steady win the race?: Clustering patterns of students’ behaviors in an interactive online mathematics game. Educational Technology Research and Development. DOI: 10.1007/s11423-022-10138-4 [Accepted PDF]

[J] Iannacchione, A.⁺, Ottmar, E., Ngo, V.*, Mason, C. A., Chan, J. Y.-C., Smith, H.*, Drzewiecki, K.*, Shaw, S. T. (2022). Examining relations between math anxiety, prior knowledge, hint usage, and math performance in two different online learning contexts. Instructional Science. DOI: 10.1007/s11251-022-09604-6

[P] Chan, J. Y.-C. (2022) Cognitive developmental mechanisms of mathematical learning. In J. Oshima, T. Mochizuki, & Y. Hayashi (Eds.), General Proceedings of the 2nd Annual Meeting of the International Society of the Learning Sciences 2022. (pp. 131-132). Hiroshima, Japan: International Society of the Learning Sciences. [PDF]

[P] Closser, A. H.*, Smith, H.*, Chan, J. Y.-C. (2022). Algebra students’ impression of equation solving worked examples in an online environment [Brief Research Report]. In Proceedings of the Forty-Fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Nashville, TN. 

[C] McMullen, J., Chan, J. Y.-C., Mazzocco, M. M, & Hannula-Sormunen, M. (2019). Spontaneous mathematical focusing tendencies in mathematical development and education. In A. Norton and M. W. Alibali (Eds), Constructing Number: Merging Perspectives from Psychology and Mathematics Education (pp. 69 – 86). Switzerland: Springer International Publishing. DOI: 10.1007/978-3-030-00491-0_4

[C] Mazzocco, M. M., Chan, J. Y.-C., & Prager, E. O. (2018). Working memory & specific learning disability: Math. In T. Alloway (Ed), Working Memory and Clinical Developmental Disorders: Theories, Debates and Interventions. Taylor and Francis. DOI: 10.4324/9781315302072

[O] Chan, J. Y.-C. (2018). Executive Function Skills and Math [Blog]. Reflection Sciences. Featured in Reflection Sciences Parent Newsletter - June 2018.

[C] Mazzocco, M. M., Chan, J. Y.-C., & Bock, A. M. (2017). Early executive function and mathematics relations: Correlation does not ensure concordance. In C. Day-Hess, J. Sarama, D. Clements, and C. Germeroth (Eds), Advances in Child Development and Behavior: The Development of Early Childhood Mathematics Education (pp. 290 – 307). UK: Elsevier Academic Press. DOI: 10.1016/bs.acdb.2017.05.001 


  • Manuscripts in Submission 

Chan, J. Y.-C.c & Mazzocco, M. M. M. (in revision) Number line estimation task reveals children’s ordinal understanding of numbers.

DePascale, M. & Chan, J. Y.-C. (in revision) Examining the multimodality of Spontaneous Focus on Number. Stage 1 Registered Report. 

Chan, J. Y.-C., Chong, C. W. H.#, Tsang, S. Y. M.#, (under review) Participatory design of early math learning: A culturally situated game-based approach in Hong Kong

Lee, J. E., Ottmar, E., Chan, J. Y. C., Decker-Woodrow, L., & Booker, B. (under review). Relations between learning modality choices and movement on student mathematics achievement during the COVID-19 pandemic: A mediation analysis.

Leonard, S., Soltanlou, M., Chan, J. Y.-C., Daches-Cohen, L., Rubinstein, O., Santos, F. H. (under review). Multi-directional number line: The impact of script directionality and math anxiety on performance of English, Chinese, and Hebrew Literates. Stage 1 Registered Report. 



  • Manuscripts in Preparation 

Chan, J. Y.-C. & Chan, W. W. L. (in prep) Number ordering skills as a potential pathway between math vocabulary knowledge and number line estimation performance.

Miller-Cotto, D. & Chan, J. Y.-C. (in prep) Identifying challenging topics in mathematics: An analysis of students’ performance.

Chan, J. Y.-C.c, Rossi, L., & Santos, F.c (in prep). What predicts game-based learning efficacy: Content, practice, or accuracy? A case of developmental dyscalculia. 

Bye, J. K., Chan, J. Y.-C., Closser, A. H., Lee, J.-E., Shaw, S. T., & Ottmar, E. (in prep) Perceiving precedence: Order of operations errors are predicted by perception of equivalence expressions.

Vieites, V., Chan, J. Y.-C., Wang, J. (in prep) Characterizing the link between relational language and numeracy skills in kindergarten students in the US

Closser, A. H., Botelho, A., Chan, J. Y.-C (in prep). Examining effects of perceptual problem features on undergraduate students’ arithmetic performance. 

Smith, H.*, Ngo, V.*, Sales, A., Closser, A. H.*, Chan, J. Y.-C., & Ottmar, E. (in prep). To wait or not to wait: Adding to the debate on immediate vs. delayed feedback.



PRESENTATIONS

* graduate student,  ⁺ undergraduate student, # research assistant


 

  • Symposia Organized 

J. Y.-C. Chan (2023). Cognitive, Affective, and Developmental Factors in the Spatial and Ordinal Understanding of Numbers. Symposium presented at the 2023 Meeting of the Mathematical Cognition and Learning Society, Loughborough, United Kingdom.

J. Y.-C. Chan (2020). Connecting ideas in mathematical learning. Symposium accepted at the 2020 Mathematical Cognition and Learning Society Conference, Dublin, Ireland. (Conference Canceled)

J. Y.-C. Chan & J. K. Bye (2020). Problem-solving strategy in algebra: From lab to practice. Symposium presented at the 2020 Mathematical Cognition and Learning Society Conference, Dublin, Ireland. (Online Presentation)

J. Y.-C. Chan & M. M. Mazzocco (2017), Malleability of spontaneous focus on numerosity and its relation with specific mathematics skills. Symposium presented at the Biennial Meeting of the Society for Research in Child Development, Austin, TX.


 

  • Conference Talks & Symposia

Bye, J. K., Chan, J. Y.-C., Closser, A. H., Lee, J.-E., Shaw, S. T., & Ottmar, E. (2023, June). Perceiving precedence: Adherence to order of operations is predicted by students’ perception of equivalent expressions. In Medrano, J. (Chair), The role of perception in arithmetic cognition [Symposium]. The 2023 Meeting of the Mathematical Cognition and Learning Society, Loughborough, United Kingdom.

Chan, J. Y.-C & Mazzocco, M. M. M. (2023, June). Number line estimation task provides insights into children’s ordinal understanding of numbers. In J. Y.-C. Chan (Chair), Cognitive, Affective, and Developmental Factors in the Spatial and Ordinal Understanding of Numbers [Symposium]. The 2023 Meeting of the Mathematical Cognition and Learning Society, Loughborough, United Kingdom. 

Chan, J. Y.-C. Closser, A. H., Ngo, V., Smith, H., Liu, A. S., & Ottmar, E. R. (2023, June). The effects of educational technology games on students’ conceptual understanding of algebra in the context of COVID-19 pandemic. In K. Stamatis & J. Polman (Co-chairs), Designing to disrupt and encountering disruption: Engaging with the unexpected in educational research [Symposium]. The 17th International Conference of the Learning Sciences (ICLS) 2022, Montreal, Canada: International Society of the Learning Sciences. 

Chan, J. Y.-C. & Santos, F. (2022, June). How does Calcularis influence the development of numerical skills in children with Dyscalculia? Analyses of children’s interaction within the game. In C. Gilmore & L. Cragg (Co-chairs), Using large-scale educational app data to investigate mathematical learning processes [Symposium]. The 2022 Mathematical Cognition and Learning Society Conference, Belgium.

Lee, J. E., Ottmar, E., Chan, J. Y.-C., Booker, B., & Decker-Woodrow, L. (2021, October). In-Person vs. Virtual: Learning modality choices and movement during COVID-19 varies depending on students’ ethnicity and prior academic performance [Paper]. The 2021 Conference of the Society for Research on Educational Effectiveness. (Online Presentation) 

Chan, J. Y.-C., Sera, M. D., & Mazzocco, M. M. M. (2021, April) Baseline EF skills are associated with children’s responsiveness to different types of numeracy training. In L. Moffett (Chair), Novel approaches to strengthening young children's math and executive functioning skills [Symposium]. The Biennial Meeting of the Society for Research in Child Development, Minneapolis, MN.

Harrison, A.*, Smith, H.*, Chan, J. Y.-C., Trac, C.⁺, & Ottmar, E. R. (2021, April). The effect of worked example presentation on student learning [Paper]. The 2021 Annual meeting of the American Educational Research Association (AERA), Orlando, FL. 

Chan, J. Y.-C., Sidney, P. G., & Alibali, M. W. (2020, June). Color-coding facilitates learning of area measurement. In J. Y. C. Chan (Chair), Connecting ideas in mathematical learning [Symposium]. The 2020 Mathematical Cognition and Learning Society Conference, Dublin, Ireland. (Conference Cancelled)

Chan, J. Y.-C., Ottmar, E., & Lee, J. E. (2020, June). Longer pre-solving pause time relates to higher strategy efficiency. In J. Y. C. Chan & J. K. Bye (Co-chairs), Problem-solving strategy in algebra: From lab to practice [Symposium]. The 2020 Mathematical Cognition and Learning Society Conference, Dublin, Ireland. (Online Presentation)

Mazzocco, M. M. M., Chan, J. Y.-C., Sarah Lukowski. (2019, June). The effects of perceptual salience on attention to number. In McMullen, J. (Chair), Expanding examinations of spontaneous mathematical focusing tendencies [Symposium]. The 2019 Mathematical Learning and Cognition Society Conference, Ottawa, Canada. 

Chan, J. Y.-C., Sera, M. D., Mazzocco, M. M. (2019, March). Early numeracy skills mediate the association between relational language and mathematical skills. In Hurst, M. A. (Chair), Relational language and math: Variation across types of language and math activities [Symposium]. The 2019 Biennial Meeting of the Society for Research in Child Development, Baltimore, MD. 

Chan, J. Y.-C., Prokes, N.⁺, Bock, A. M., & Mazzocco, M. M. (2017, July). Parents and young children attend to numerical and mathematical features during play [Paper]. The 5th Annual Midwest Meeting on Mathematical Thinking, Minneapolis, MN.

Chan, J. Y.-C. & Mazzocco, M. M. (2017, April). Competing features influence children’s attention to number. In J. Y. C. Chan & M. M. Mazzocco (Co-chairs), Malleability of spontaneous focus on numerosity and its relation with specific mathematics skills [Symposium]. The Biennial Meeting of the Society for Research in Child Development, Austin, TX.

Chan, J. Y.-C., Prokes, N.⁺, Bock, A. M., & Mazzocco, M. M. (2017, April). Parents and young children attend to numerical and mathematical features during play. In C. Lombardi & E. Dearing (Co-chairs), Parent and early educator support of children’s early mathematics learning [Symposium]. The Biennial Meeting of the Society for Research in Child Development, Austin, TX.

Chan, J. Y.-C. & Mazzocco, M. M. (2015, August). The effect of task features on tendency to attend to numbers: Is SFON Spontaneous? [Paper]. The 3rd Annual Midwest Meeting on Mathematical Thinking, Minneapolis, MN.


 

  • Conference Posters, Roundtable Discussions, & Lightning Talks

Chan, J. Y.-C., Byrne, C.+, Jerusal, J.+, Liu, A. S., & Ottmar, E. (2023, June). How and for whom does DragonBox12+ support math learning? The relation between in-game progress and math performance [Poster].  The 17th International Conference of the Learning Sciences (ICLS) 2022, Montreal, Canada: International Society of the Learning Sciences.

Liu, A., Chan, J. Y.-C., Lee, J.-E., Decker-Woodrow, L., Tu, S., Sales, A., & Mason, C. A. (2022, June). Does where you start matter? The interaction between prior knowledge and effectiveness of game-based intervention [Poster]. The 16th International Conference of the Learning Sciences (ICLS) 2022, Hiroshima, Japan: International Society of the Learning Sciences.

Smith, H.*, Ngo, V.*, Sales, A., Closser, A. H.*, Chan, J. Y.-C., & Ottmar, E. (2022, June) To wait or not to wait: Adding to the debate on immediate vs. delayed feedback [Poster]. The 16th International Conference of the Learning Sciences (ICLS) 2022, Hiroshima, Japan: International Society of the Learning Sciences.

Chan, J. Y.-C., Closser, A. H.*, Ngo, V.*, Smith, H.*, Ottmar, E. (2022, April). From performance to perception: A laboratory-based task to detect changes in students’ perception of math equivalence in technology interventions [Roundtable discussion]. The 2022 Annual meeting of the American Educational Research Association (AERA), San Diego, CA.DOI: 10.3102/IP.22.1882721

Bye, J, Lee, J. E., Chan, J. Y.-C., Closser, A. H.*, Shaw, S., Ottmar, E. (2022, April) Perceiving precedence: Order of operations errors are predicted by perception of equivalent expressions [Poster]. The 2022 Annual meeting of the American Educational Research Association (AERA), San Diego, CA.

Botelho, A., Chan, J. Y.-C., Trac, C.⁺, Closser, A. H.*, Smith, H.*, Drzewiecki, K. C.*, & Ottmar, E. (2021, July). State vs. Trait: Examining gaming the system in the context of math perception task [Poster]. The Annual Meeting of the Cognitive Science Society. (Online Presentation)

Closser, A. H.*, Smith, H.*, Chan, J. Y.-C., Trac, C.⁺, & Ottmar, E. (2021, June). Worked examples: Do learning and perceived helpfulness align? [Poster]. The Annual Meeting of the International Society of the Learning Sciences. (Online Presentation)

Linnell, L.⁺, Drzewiecki, K.*, Trac, C.⁺, Ottmar, E, Chan, J. Y.-C. (2021, May). Undetected Influences: Font Types and Math Performance [Lightning Talk]. The 2021 Annual Conference of the Association for Psychological Science. (Online Presentation)

Scalise, N. R., & Chan, J. Y.-C. (2021, April). Relations between executive functioning, numeracy, and math achievement in early childhood [Pre-registered poster]. The Biennial Meeting of the Society for Research in Child Development, Minneapolis, MN.

Chan, J. Y.-C., Ottmar, E., Smith, H.*, Harrison, A.*, Drzewiecki, K.* (2021, April). Effects of numbers vs. variables on students’ expression transformation processes and strategies [Poster]. The Biennial Meeting of the Society for Research in Child Development, Minneapolis, MN. (Online Presentation)

Chan, J. Y.-C., Drzewiecki, K. C.*, Linnell, L. D.⁺, Trac, C.⁺, Ottmar, E. (2021, April). Test of Times New Roman: Effects of font type on mathematics performance [Roundtable Discussion]. The 2021 Annual meeting of the American Educational Research Association (AERA), Orlando, FL. 

Lee, J. E., Hornburg, C. B., Chan, J. Y.-C., & Ottmar., E. (2021, April). Perceptual and number effects on students’ solution strategies in an interactive online mathematics game [Roundtable Discussion]. The 2021 Annual meeting of the American Educational Research Association (AERA), Orlando, FL. 

Smith, H.*, Harrison, A.*, Chan, J. Y.-C., & Ottmar, E. (2020, October). The effects of worked example formats on student learning of algebra [Poster]. The 41st Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA), Mazatlán, México. DOI: 10.51272/pmena.42.2020-233

Chan, J. Y.-C., Lee, J. E., & Ottmar, E. (2020, June). Using clickstream data to better understand students’ algebraic thinking [Collaboration Pitch]. The 2020 Mathematical Cognition and Learning Society Conference, Dublin, Ireland.  (Online Presentation)

Chan, J. Y.-C., Sera, M. D. & Mazzocco, M. M. (2020, June). Relational language predicts number relation skills but not number counting/identification skills in kindergarten students [Poster]. The 2020 Mathematical Cognition and Learning Society Conference, Dublin, Ireland. (Online Presentation)

Smith, H.*, Chan, J. Y.-C., St. John, J., Ottmar, O., & Arroyo, I. (2020, June). Is bigger better? Comparing the effects of linear board games on children’s numerical knowledge [Poster]. The 2020 Mathematical Cognition and Learning Society Conference, Dublin, Ireland. (Conference Canceled)

Smith, H.*, Harrison, A.*, Chan, J. Y.-C., & Ottmar, E. (2020, June). Dynamic vs. static: Which worked examples work best? [Poster]. The 2020 Mathematical Cognition and Learning Society Conference, Dublin, Ireland. (Online Presentation)

Iannacchione, A.⁺, Ottmar, E., Chan, J. Y.-C., & Drzewiecki, K.* (2020, June). Examining relations of math anxiety and algebra performance in two technology interventions [Poster]. The 2020 Mathematical Cognition and Learning Society Conference, Dublin, Ireland. (Online Presentation)

Chan, J. Y.-C., Sawrey, K. B., Hulse, T.*, & Ottmar, E. (2020, April). Think before you act: Thinking time contributes to math problem-solving efficiency [Roundtable Discussion]. The 2020 Annual meeting of the American Educational Research Association (AERA), San Francisco, CA. (Online Presentation)

Chan, J. Y.-C., Sidney, P. G., & Alibali, M. W., (2019, November) Corresponding color coding facilitates learning of area measurement [Poster]. The 41st Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA), St. Louis, MO. https://www.pmena.org/proceedings 

Chan, J. Y.-C., Hulse, T.*, Sawrey, K., Ottmar, E., (2019, November) Students' behavior in a dynamic algebra notation system as indicators of their algebra skills [Poster]. The 41st Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA), St. Louis, MO. https://www.pmena.org/proceedings 

Chan, J. Y.-C., Sera, M. D., Mazzocco, M. M. (2019, June). Specific early numeracy skills mediate the relation between executive function skills and mathematical skills [Lightning Talk]. The 2019 Mathematical Cognition and Learning Conference, Ottawa, Canada.

Chan, J. Y.-C., Hulse, T.*, Sawrey, K., Ottmar, E., (2019, June) Experience with a dynamic algebra notation system predicts high-school students’ algebra performance [Poster]. The 2019 Mathematical Cognition and Learning Society Conference, Ottawa, Canada.

Chan, J. Y.-C. & Mazzocco, M. M. (2017, October). Relations between contextual sensitivity to lexical ambiguity and early mathematics performance in 7 year olds [Poster]. Cognitive Development Society Meeting, Portland, OR.

Bock, A., Chan, J. Y.C., Mazzocco, M. M., Praus, T.⁺, & Prokes, N.⁺ (2017, July). Parents' role in preschoolers’ patterning [Poster]. The 5th Annual Midwest Meeting on Mathematical Thinking, Minneapolis, MN.

Chan, J. Y.-C. & Mazzocco, M. M. (2017, May). Parents and young children attend to numerical and other mathematical features during play [Poster]. The Mathematical Cognition and Learning Conference, Nashville, TN.

Bock, A. M., Chan, J. Y.-C., Mazzocco, M. M. (2017, April) Parents’ and children’s spontaneous creation and discussion of patterns [Poster]. The Biennial Meeting of the Society for Research in Child Development, Austin, TX.

Clements, L., LeMahieu, R., Chan, J. Y.-C., Hutchison, J., Prager, E., Mazzocco, M., Phillips, D., Dearing, E. (2017, April) Direction language during parent-child play activities as executive function support [Poster]. The Biennial Meeting of the Society for Research in Child Development, Austin, TX.

Chan, J. Y.-C. & Mazzocco, M. M. (2016, May). Children’s judgments of numbers in context reveal emerging number concepts [Poster]. The Mathematical Cognition and Learning Conference, Fort Worth, TX.

Chan, J. Y.-C. & Mazzocco, M. M. (2016, May). Competing features influence children’s attention to number [Poster]. The 28th Association for Psychological Science Annual Convention, Chicago, IL.  

Mazzocco, M. M., Chan, J. Y.-C. & Praus, T. L.⁺ (2015, March). Children’s judgments of numbers in context reveal emerging number concepts [Poster]. The Biennial Meeting of the Society for Research in Child Development, Philadelphia, PA.

Mazzocco, M. M., Chan, J. Y.-C. & Praus, T. L.⁺ (2014, July). Children’s judgments of numbers in context reveal emerging number concepts [Poster]. The 2nd Annual Midwest Meeting on Mathematical Thinking, Madison, WI.

Sidney, P., Chan, J. Y.-C. & Alibali, M. W. (2013, April). Developing operation sense: Children’s and adults’ arithmetic with countable and uncountable amounts [Poster]. The Biennial Meeting of the Society for Research in Child Development, Seattle, WA.

 


  • Invited Talks

Chan, J. Y.-C., (2023). Game-based learning technologies: Design considerations and research possibilities. Faculty of Mathematics and Computer Science, Saarland University Germany.

Chan, J. Y.-C., Nagashima, T., Chua, S. (2023).COIL: What is it? How to get started? Ideas for feedback. Department of Early Childhood Education, The Education University of Hong Kong.

Chan, J. Y.-C. (2021). Grasping patterns of algebraic understanding: Dynamic technology supports learning and research in mathematical cognition. Centre for Educational Neuroscience, University of London.

Chan, J. Y.-C. (2021). Cognitive mechanisms of math learning: The role of relational language in early numeracy development. Early Childhood Education Department, The Education University of Hong Kong, HK.

Chan, J. Y.-C. (2020). Language, behavioral regulation, and math learning. Child Development Department, California State University – Dominguez Hills, CA.

Chan, J. Y.-C. (2020). Cognitive foundations of math development. Psychology Department, St. Mary’s College of Maryland, MD.

Chan, J. Y.-C. (2020). Influences of perception, action, and cognition on math learning. Cyberpsychology Program, New Jersey Institute of Technology, NJ.

Chan, J. Y.-C. (2020). Cognitive mechanisms of math skills development. Learning Sciences and Technologies Program, Worcester Polytechnic Institute, MA.

Chan, J. Y.-C. (2018). Contextual influences on children’s attention to math features. Department of Psychological Sciences, Kent State University, OH.


 

RESEARCH EXPERIENCE

2018–2022 Postdoctoral Scientist, Math Abstraction Play Learning Embodiment Lab

                     Worcester Polytechnic Institute                     

                     Principal Investigator: Erin R. Ottmar 

2013–2018 Graduate Research Assistant, Math and Numeracy Lab

                     University of Minnesota – Twin Cities                     

                     Principal Investigator: Michèle M. M. Mazzocco

2014–2015        Graduate Research Assistant, Minnesota Children’s Hospital

                     Principal Investigator: Carl L. von Baeyer

2010–2013        Undergraduate Research Assistant, Cognitive Development & Communication Lab                       University of Wisconsin – Madison         

                     Principal Investigator: Martha W. Alibali; Project Mentor: Pooja Sidney

2012–2013        Undergraduate Research Assistant, Laboratory for Affective Neuroscience                               University of Wisconsin – Madison

                     Principal Investigator: Richard J. Davidson; Project Mentor: Daniel Levinson

2012            Undergraduate Intern, Laboratory for Developmental Studies 

Harvard University

                     Principal Investigator: Susan E. Carey; Project Mentor: Amy Skerry

 

 

TEACHING & MENTORING EXPERIENCE


  • Instructor

ECE 4266 4268 Research Methods for Early Childhood and Family Studies (Spring 2023, 30 students)

ECE 0025 Child Development, The Education University of Hong Kong (Fall 2022, 50 students) 

ECE 3259 Current Research in Child Development, EdUHK (Fall 2022, 30 students)

PSY 1404 Developmental Psychology, Worcester Polytechnic Institute (Fall 2018, 30 students)

CPS 2301 Introduction to Child Psychology, University of Minnesota (Spring 2016, 15 students)



  • Teaching Assistant

Cognitive Development, University of Minnesota (Spring 2014, 90 students)

Language Development, University of Minnesota (Fall 2013, 60 students; Fall 2014, 85 students)

 


  • Field Supervisor

International School Attachment Program, The Education University of Hong Kong (2023)



  • Professional Development Workshop Presenter


COIL Presenter, Early Childhood Education, The Education University of Hong kong (2023)

Job Search Discussion, Learning Sciences and Technologies, Worcester Polytechnic Institute, MA (2020)

Conference Discussion, Learning Sciences and Technologies, Worcester Polytechnic Institute, MA (2019)



  • Mentor

Graduate Students 

Cherry Wing Ha Chong, The Education University of Hong Kong (2023 – )

Luisa Perez, Worcester Polytechnic Institute (2020 – 2022)

Vy Ngo, Worcester Polytechnic Institute (2020 – 2022)

Kathryn Drzewiecki, Worcester Polytechnic Institute (2019 – 2020)

Hannah Smith, Worcester Polytechnic Institute (2019 – 2022)

Avery Harrison Closser, Worcester Polytechnic Institute (2019 – 2022)


Undergraduate and Highschool Students

Hailey Hoi Lam Cheng, The Education University of Hong Kong (2023 – )

Hermione Tsang Cheng, The Education University of Hong Kong (2023 – )

Janette Jerusal, Worcester Polytechnic Institute (2021 – 2022)

Chloe Byrne, Worcester Polytechnic Institute (2021 – 2022)

Justin Roberts, Worcester Polytechnic Institute (2021 – 2022)

Simone Nelson-White, Worcester Polytechnic Institute (2021)

Stephanie Reis, Worcester Polytechnic Institute (2020 – 2022)

Julie Andrade, Worcester Polytechnic Institute (2020 – 2021)

Cindy Trac, Worcester Polytechnic Institute (2019 – 2022)

Lilly-Beth Linnell, Worcester Polytechnic Institute (2019 – 2022)

Alisionna Iannacchione, Worcester Polytechnic Institute (2019 – 2021)

Shreyashee Bhattacharjee, Worcester Polytechnic Institute (2018 – 2019)

Patrick O’Mullan, Worcester Polytechnic Institute (2018 – 2019)

Jena Nickolay, University of Minnesota – Twin Cities (2017 – 2018)

Courtney Alama, University of Minnesota – Twin Cities (2017 – 2018)

 


 PROFESSIONAL DEVELOPMENT


  • Teaching

Mentee at the Cognitive Development Society Mentorship Program (2021-2022)

Fundamentals of Scientific Teaching and Pedagogy, Worcester Polytechnic Institute (2020)

Preparing for Future Faculty, University of Minnesota – Twin Cities (2017)



  • Writing

Writing Workshop, Mathematical Cognition and Learning Society (2019, 2021)

Grant Writing Seminar, University of Minnesota – Twin Cities (2016)



  • Research Methods


Simon Initiative LearnLab Summer School: Educational Data Mining, Carnegie Mellon University (2021)

Mplus workshop, Worcester Polytechnic Institute (2020)

Responsible Conduct of Research, Worcester Polytechnic Institute (2020)

Factor Analyses and Structural Equation Models, University of Minnesota – Twin Cities (2016)

Hierarchical Linear Models, University of Minnesota – Twin Cities (2016)

Advanced Multiple Regression, University of Minnesota – Twin Cities (2015)

Factor Analysis, University of Minnesota – Twin Cities (2015)

Intermediate R Programming, University of Minnesota – Twin Cities (2014)



SERVICE TO PROFESSION


  • Community Building and Outreach


Governing Board Member for the Mathematical Cognition and Learning Society (2024-)

Panelist at the Academic Career Panel Discussion. Institute of Child Development, University of Minnesota – Twin Cities (2022)

Panelist at the Academic Job Market Panel Discussion. Math Cognition and Learning Society (2021)

Judge at the Virtual STEM Fair. Mass Academy, Worcester Polytechnic Institute (2021; 2022) 

Panelist at the Doctoral Dissertation Fellowship Panel Discussion. College of Education and Human Development, University of Minnesota – Twin Cities (2017)

Table Leader at the Institute of Child Development Community Symposium. University of Minnesota – Twin Cities (2015)



  • Grant Review

National Science Foundation Panelist (2021)

Dissertation Research Funding Awards, Society for Research in Child Development (2020)

Research and Travel Grants, University of Minnesota - Twin Cities (2017 – 2018)

Graduate Small Grant, University of Minnesota – Twin Cities (2017 – 2018)



  • Journal Review

Cognitive Development (Editorial Board Member; 2017 - 2023)

American Educational Research Journal (2020)

Child Development (2017; 2021)

Cognitive Science (2023)

Educational Psychology (2022)

Educational Psychology Review (2023)

Games (2020)

Journal of Applied Developmental Psychology (2017)

Journal of Cognitive Education and Psychology (2020)

Journal of Educational Psychology (2020; 2021)

Journal of Mathematical Behavior (2018; 2019)

Journal of Mathematical Thinking and Learning (2019; 2020)

Journal of Numerical Cognition (2017)

Journal of Pain (2017)

Learning and Individual Differences (2019; 2021)

Memory (2022)

PLOS One (2019; 2020)

Social Education Research (2020)

 


  • Conference Review

International Society of the Learning Sciences (2021– 2023)

American Psychological Association Division 15 – Educational Psychology (2021)

American Educational Research Association Conference (2020 – 2021)

Cognitive Science Society Conference (2015 – 2020)

Psychology and Mathematics Education Conference (2019 – 2022)

Society for Research in Child Development (2020)


 

DEPARTMENTAL & UNIVERSITY SERVICE


  • Committee Chair, Coordinator, or Organizer 


Final Year Project, B.A. in Early Childhood and Family Studies, The Education University of Hong Kong (2022 – Present)

Spring Research Day, Center for Cognitive Sciences, University of Minnesota – Twin Cities

(2016 – 2017)

Minnesota Symposium Event, Institute of Child Development, University of Minnesota – Twin Cities (2017)

 


  • Committee Member 


Departmental Teaching and Learning Committee, Early Childhood Education, The Education University of Hong Kong (2023 – 2025)

Departmental Research and Higher Degree Committee, Early Childhood Education, The Education University of Hong Kong (2023 – 2025)

Academic Atmosphere Committee, Center for Cognitive Sciences, University of Minnesota –Twin Cities (2017 – 2018)

Colloquium Committee, Institute of Child Development, University of Minnesota – Twin Cities

(2016 – 2017; 2013 – 2014)

Diversity Committee, Institute of Child Development, University of Minnesota – Twin Cities

(2015 – 2016)

Research Committee, Institute of Child Development, University of Minnesota – Twin Cities

(2014 – 2015)

 

 

LANGUAGES

English                    native in reading, fluent in writing and speaking

Mandarin Chinese   native in reading, writing, and speaking

Taiwanese/Minnan  good in reading and writing, fluent in speaking  

 

 

PROFESSIONAL AFFILIATIONS

Society for Research in Child Development (2015 – Present)

Cognitive Science Society (2015 – Present)

Cognitive Development Society (2017 – Present)

Mathematical Cognition and Learning Society (2019 – Present)

International Society of the Learning Sciences (2020 – Present)

Women in Cognitive Science (2020 – Present)

American Educational Research Association (2020 – Present)

Center for Cognitive Sciences, University of Minnesota - Twin Cities (2015 – 2018)



Research interests

Mathematics Thinking and Learning; Educational Technologies; Embodied and Perceptual Processes; Executive Function and Problem Solving; Language and Math; Relations and Interactions between Cognitive Skills; Multiple Levels of Analysis; Cognitive Developmental Influences on Everyday Tasks

Teaching Interests

Cognitive Development, Learning and Cognition, Child Development, Human Development, Research Methods and Projects

Expertise related to UN Sustainable Development Goals

In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This person’s work contributes towards the following SDG(s):

  • SDG 4 - Quality Education

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